Abstract:
The present study aimed to investigate the impact of three types of
written feedback (meaning-focused feedback, positive feedback, and
form-focused feedback) on the motivation and writing skill of English
major students at Hebron University. Sixty students divided into three
groups and given different type of feedback participated in this study.
The study utilized two questionnaires: pre-treatment and post-treatment
to check whether there were any statistically significant differences
among these groups towards the three different types of feedback and the
writing skill. The study also used two tests: pre-test and post-test to
explore if there were any significant differences in the groups writing
performance before and after the type of the feedback. In addition, the
study used classroom observation as an instrument to record students’
immediate reaction to the type of feedback utilized. The results revealed
that there were statistically significant differences in the post treatment
questionnaire and the post test in favor of the meaning-focused feedback
group. The researchers recommended using the meaning-focused
feedback in writing classes as it is more motivating and beneficial.
